Reading Source: Online
Bibliographic Entry Rondina, J., & Roble, D. (2019). Game-Based Design
(APA documentation style)Mathematics Activities and Students’ Learning Gains.
The Turkish Online Journal of Design, Art and
Communication - TOJDAC
Annotation Denis Roble and Janneth Rondina, an educator and a
young researcher in the field of mathematics
education, states thatmathematics game-based design
activities demonstrated a positive influence on students
learning gains in Algebra. The participants of the study
were the
two sections of the junior high school students at
Misamis Oriental General Comprehensive High
School, Cagayan de Oro City, Philippines. One section,
the control group, followed the traditional teaching
methods with regular activities like board work, seat
work, assignments, and weekly quizzes. The other
section, the experimental group, participated in game-
based activities called "A LineForWin" and "Slide A
Picture”. The study used a teacher-made
questionnaire to collect data. Both the control and
experimental groups took a pretest on the same day.
After the pretest, the treatment phase began. After
discussing the competencies, both groups took a
posttest. The data from the pretest and posttest were
analyzed using mean and standard deviation to
describe the data. This research is very useful in our
topic as it serves as a backbone in our study, that we
should integrate game-based design activities in
teaching to make the learners enjoy and arouse their
interest in the process of learning.
Topic: Game-Based Design Mathematics Activities and Students’ Learning Gains
Reading Source: Online
Topic: The Effectiveness of Game-Based Strategies in Learning Mathematics
Bibliographic Entry
(APA documentation
style)
Annotation
Reading Source: Online
Topic: Investigating Students Math Fact Fluency Through Non-Technological Games
Bibliographic Entry Miguel, S., (2013). Investigating Students Math Fact
(APA documentation style) Fluency Through Non-Technological Games.
Annotation Sunshine Miguel, an alumnus at Cagayan State
University, states that non-technological games can
facilitate
students’ development of math fact fluency. It can
play the role similar to that of technological games in
teaching learning process.The study used non-
technological games to promote mastery, math fact
fluency and skill maintenance among second year high
school students of Claveria Rural and Vocational School
during the academic year 2012-2013. These non-
technological games consist of learning activities that
encourage students to perform math skill in a game
format. There were two class involved, one for the
control group and one for the experimental group.
Included in the analysis were 30 students in each class
respectively who were matched for their level of
performance. It uses pre-test/post-test results to address
the students’ problem. For the control group, traditional
method of teaching was used to deliver the lesson. It
consists of purely lecture method. For the experimental
group, non-technological games are used to reinforce
skills. To assess the impact of the intervention, gain
scores were calculated from the pre-test and post-test
results for each group, and these scores were then
compared using a t-test.
Reading Source: Online
Topic: Effects of Digital Game-Based Learning on Students’ Self-Efficacy, Motivation,
Anxiety, and Achievements in Learning Mathematics
Bibliographic Entry Hung. C., Huang, I., Hwang, G., (2014). Effects of Digital
(APA documentation style) Game-Based Learning on Students’ Self-Efficacy,
Motivation, Anxiety, and Achievements in Learning
Mathematics. Springer Science+Business Media
Annotation Chun-Ming Hung, a PhD student in the Department of
Information and Learning Technology; Iwen Huang, an
associate professor in the Department of Information and
Learning Technology, National University of Tainan,
Taiwan; and Gwo-Jen Hwang, a Chair Professor in the
Graduate Institute of Digital Learning and Education,
National Taiwan University of Science and Technology,
Taiwanshows that digital game-based learning (DGBL)
significantly boosts students' self-efficacy, learning
motivation, and reduces mathematical anxiety by offering
an engaging and interactive environment. Their study uses
a quasi-experimental design which involves 69 students
from three different classes, divided into two experimental
groups (A and B and one control group), with 23 students
in each. By using a pre-test and post-test assessments,
the study revealed that students in the experimental
groups, who engaged with digital games, showed better
academic performance in mathematics than those
students who received traditional instruction. This research
highlights the potential of DGBL in improving not only
academic achievement but also students' attitudes towards
challenging subjects like mathematics.
Research Source: Online
Topic: Effects of Traditional Games on Students Academic Achievement in Mtahematics
Bibliographic Entry
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